A Narrative Inquiry Investigating Teacher Burnout at a Bronx, New York, Middle School in 2020

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Effects of Navigating the Education System During a Pandemic

Abstract

At the virus’ US epicenter, New York City, teachers experienced the impact of the pandemic firsthand in real time. Consistent with the intensification thesis (Apple, 1986), as schools struggled to adapt to a rapidly changing social and educational landscape, socioemotional stressors and occupational responsibilities only seemed to increase. Through the metaphoric (Craig, 2018) image of a candle, and using the tools of narrative inquiry (Connelly & Clandinin, 1990) —broadening, burrowing, storying and restorying—we surface four teachers' lived experiences of a year filled with incredible grief and loss, sociopolitical/cultural trauma, racial strife, and personal and professional challenges in order to provide a robust and nuanced exploration of their resolve and resiliency to persevere through and beyond burning out.

Authors

• Peter Scaramuzzo, Texas A&M University - College Station

• Julia E Calabrese, Texas A&M University - College Station

• Cheryl J. Craig, Texas A&M University - College Station